Adaptive Teaching Principles
At Crofton School, we implement adaptive teaching strategies to achieve equity for our students. Teachers receive regular CPD on effective methods of implementation and will use them to continually assess the strengths and needs of learners and adapt teaching accordingly. By adapting teaching in a responsive way, we can quickly identify any students who need intervention in their lesson to ensure rapid progress.
At Crofton School we have five key evidence based adaptive teaching principles. Subjects use the techniques which are most applicable to their subject disciplines. At the heart of our approach to adaptive teaching is using the information available to us to anticipate students’ barriers to learning.
Students are provided with planned opportunities to recall prior learning in order to embed knowledge in their long-term memory. Students will be given regular opportunities to apply new and prior learning to practice tasks.
Retrieval Practice
Teachers will use a variety of question types to involve students in Q and A sessions in class, and ensure that all students understand learning content. Questioning is purposeful, inclusive and probes pupil thinking.
Questioning
Teachers provide both in the moment verbal, and written feedback to support students in moving their learning forward and to address misconceptions as they arise.
Feedback
Modelling is used by teachers to ensure that students can visualise how a piece of work should look or be carried out. Best practice will involve teachers modelling their thought processes as well as the end result. Teachers will provide scaffolds and other support resources to guide students to success.
Modelling
Teachers will use relevant reading strategies to support students in accessing texts. The pre-teaching and/or highlighting of key vocabulary will enable students to access lesson content.
